The purpose of this unit is to education and advance students knowledge on how genetics and visible traits are passed from generation to generation. Students will be using their own traits and family history for reference during most of the unit, allowing them to truly connect to the material at hand. Having just learn mitosis and meiosis students should be efficient in these topics and well prepared for the unit. Mendelian genetics and history, work with Punnett squares, genetic probability, genetic disease, pedigrees and selective breeding/genetic modification will also be covered within the unit. Students will be given two short formal assessments within the unit to assess progress and understanding, and will then be assessed on a summative project on their work throughout the unit. The class runs on block scheduling (90 minute periods), meeting every other day. The whole unit should take about three and half weeks to complete, granted the classes work efficiently and their level of achievement meets an appropriate standard. The students are college prep. and honors level learners. Each lesson can be tiered or modified to fit the needs and demands of the classes.
LS4 (9-11) - 9 - Specifically topics related to gene mutations and disease, selective breeding and genetic modification.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
The lesson will be broken down into three phases or sections. Each section will have a formal assessment and assignments corresponding to the material covered in class. The unit will take about two and a half weeks to cover on a rotating 2-day block schedule. The full outline of the unit can be viewed here.
Quiz #1 - Students will be formally assessed on their knowledge of Mendelian Genetics with a mitosis/meiosis review. This will determine if students are learning effectively, if we need to slow down, or what needs to be adjusted to enhance student achievement.
Quiz #2 - Students will be formally assessed on their knowledge of mutations and inheritance. Based on results, we will either review and spend more time on these topics for one day, or continue we the lesson sequence. Final Assessment - Students will be assessed on their body of work throughout the whole unit and will be given a summative grade based on their overall effort, assessments and assignments. There will be no test, rather the work will be graded like a portfolio based on the unit.
Rationale
This topic will be meaningful to students everyday as it pertains to each and every individual in a very personal way and connects to every single person lives in a unique way. Not only is that cool, but it also explains to students how we are individuals and what makes us truly one of a kind. The hope is that students will have fun focusing on themselves and learning more about their own bodies. Students will work as scientists to uncover hidden genetic mysteries and will be assessed in a number of ways that can be fair to all students, allowing each to preform their personal best in most areas. The lesson sequences follows a fluid movement of knowledge and builds on prior activities each day. Students will stay engaged through activities, videos, conversations, labs, and group work. Following the sequence will make things simple. Each lesson encompasses my teaching philosophy and helps students build on the idea of learning more about who they are, developing ethics, morals and educated opinions on the world. This unit allows my students and myself to put our best practice forward. Not only will students be educated and hit the state standards, but they can enjoy themselves while doing so. Eliminating the use of a unit exam creates a more personal assessment, which students can have much ownership over.
Where'd You Get Your Genes?
Author: Brianne Duffy
Grade Level: 10
Course: Biology
Purpose of Unit
The purpose of this unit is to education and advance students knowledge on how genetics and visible traits are passed from generation to generation. Students will be using their own traits and family history for reference during most of the unit, allowing them to truly connect to the material at hand. Having just learn mitosis and meiosis students should be efficient in these topics and well prepared for the unit. Mendelian genetics and history, work with Punnett squares, genetic probability, genetic disease, pedigrees and selective breeding/genetic modification will also be covered within the unit. Students will be given two short formal assessments within the unit to assess progress and understanding, and will then be assessed on a summative project on their work throughout the unit. The class runs on block scheduling (90 minute periods), meeting every other day. The whole unit should take about three and half weeks to complete, granted the classes work efficiently and their level of achievement meets an appropriate standard. The students are college prep. and honors level learners. Each lesson can be tiered or modified to fit the needs and demands of the classes.
Grade Span Expectations and Science Practices
LS3 (9-11) - 7 - Specifically aspects of 7A and 7B.
LS4 (9-11) - 9 - Specifically topics related to gene mutations and disease, selective breeding and genetic modification.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
The lesson will be broken down into three phases or sections. Each section will have a formal assessment and assignments corresponding to the material covered in class. The unit will take about two and a half weeks to cover on a rotating 2-day block schedule. The full outline of the unit can be viewed here.
Lesson Sequence
Lesson 1: Introducing Medelian Genetics
Lesson 2: Show Me Your Genes
Lesson 3: Mutation Nation
Lesson 4: Risky Genetics Lab
Lesson 5: Diagnosed With What?
Lesson 6: Picky, Picky - Selective Breeding
Lesson 7: GMO, OMG!
Lesson 8: A Degree in Pedigrees
Assessment Plan
Quiz #1 - Students will be formally assessed on their knowledge of Mendelian Genetics with a mitosis/meiosis review. This will determine if students are learning effectively, if we need to slow down, or what needs to be adjusted to enhance student achievement.
Quiz #2 - Students will be formally assessed on their knowledge of mutations and inheritance. Based on results, we will either review and spend more time on these topics for one day, or continue we the lesson sequence.Final Assessment - Students will be assessed on their body of work throughout the whole unit and will be given a summative grade based on their overall effort, assessments and assignments. There will be no test, rather the work will be graded like a portfolio based on the unit.
Rationale
This topic will be meaningful to students everyday as it pertains to each and every individual in a very personal way and connects to every single person lives in a unique way. Not only is that cool, but it also explains to students how we are individuals and what makes us truly one of a kind. The hope is that students will have fun focusing on themselves and learning more about their own bodies. Students will work as scientists to uncover hidden genetic mysteries and will be assessed in a number of ways that can be fair to all students, allowing each to preform their personal best in most areas. The lesson sequences follows a fluid movement of knowledge and builds on prior activities each day. Students will stay engaged through activities, videos, conversations, labs, and group work. Following the sequence will make things simple. Each lesson encompasses my teaching philosophy and helps students build on the idea of learning more about who they are, developing ethics, morals and educated opinions on the world. This unit allows my students and myself to put our best practice forward. Not only will students be educated and hit the state standards, but they can enjoy themselves while doing so. Eliminating the use of a unit exam creates a more personal assessment, which students can have much ownership over.